Cognitive neuroscience has gained significant insight into the mechanisms underlying the mental lexicon and their impact on second language vocabulary learning. However, relatively little effort has been put into understanding how these mechanisms may impact instructional practices. We attempt to bridge this gap. Towards that end, we first describe three main properties of the mental lexicon: words have distinct form and meaning representations; these representations are organized in multilingual network structures organized by similarity; and the representations differ in strength. Next, we translate the properties into a visual framework that we use to reflect upon how this knowledge affects three important choices in vocabulary instruction: composing word lists, selecting an instruction method, and consolidating newly acquired words. Lastly, we discuss opportunities for both science and practice, highlighting the importance of improving the ecological validity of scientific models and theories, and of developing instructional methods grounded in cognitive science.

中文翻译：

---

在认知科学中扎根第二语言词汇教学

认知神经科学已经深入了解了心理词典的基础机制及其对第二语言词汇学习的影响。但是，在了解这些机制如何影响教学实践方面投入的精力很少。我们试图弥合这一差距。为此，我们首先描述心理词典的三个主要属性：单词具有不同的形式和含义表示；这些表示以相似性组织的多语言网络结构进行组织；和表示的力量有所不同。接下来，我们将这些属性转换为一个可视框架，该框架用于反思此知识如何影响词汇教学中的三个重要选择：组成单词列表，选择一种教学方法以及合并新获得的单词。最后，